(A)typical Social (& Emotional) Development (PSY624Q)
Spring 2006, Tuesdays & Thursdays 12:30-1:45, Flipse 402

Daniel Messinger, Ph.D.
[email protected])
Homepage
305-284-8443 
Office: 5665 Ponce de Leon (Psych. Annex), Room 341   
Office Hours: Tuesdays & Thursdays 12:00-12:30 & 1:45 - 2:30 and by appointment.

You are responsible for having an up-to-date copy of this syllabus (only available on-line)

Objective: The goal of the course is to review contemporary theory, research, and methods relevant to understanding social and emotional development, especially during childhood.  The course focuses on both normative and atypical development because an understanding of one enriches understanding the other. Individual differences, sociocultural diversity, and a historical perspective on the study of all these themes, will be emphasized throughout.

Topics: Early interaction: Process and Prediction, Emotion: Expression and Regulation, Temperament: Early measurement and prediction through the life-cycle, Attachment through the life cycle: What predicts security and what security predicts, Social cognition: From joint attention to self-concept, Sibling and Peer Relationships: Pro-social and anti-social influences through adolescence, The behavioral genetic challenge and a reply, the development of gender differences and intimacy, and the development of self-esteem

Readings: Empirical and review articles from the literature are available on-line (click the indicated reading; they are in Acrobat which can be downloaded here). Other readings will be distributed in class and will include selections from the "Handbook" (Handbook of Child Psychology, Volume 3, Social, Emotional, and Personality Development, William Damon Editor-in-Chief, Nancy Eisenberg Editor). If a reading assignment does not specify page numbers, the entire article is assigned. If a reading assignment is marked as "Extra," it is suggested but not required. Almost all lectures will be available from the links below. 

Preparing readings for class discussion. Review the reading as a starting point for leading a class discussion. Summarize the central point and the main points (main points!) of the article in 2 minutes; then tell us what the most interesting issues for discussion emerge from the article in 2 minutes. Limit your presentations to 5 minutes. End with a couple of questions about the meaning of this article and its message in terms of other readings, larger issues, your own work, etc. Please write-up your notes that summarize the reading and suggest discussion points (not more than 5 sentences). These should be emailed to the class the evening before class and brought to class with copies for all.  The goal is to encourage class participation and discussion. I will also provide overview and basic background material to inform our discussion. Some of this material will be in the form of PowerPoint slides that I will review in class and post on-line (I will also include links to some interesting supplementary web-sites). Illustrative videos and in-class activities will help us get a real-flavor for some of the topics (i.e. coding security of attachment).

The final project should concern typical or atypical social/emotional development. You should find a project that interests you and will help you professionally (consult with your adviser). Alternatives for a final project:

1) A publication quality research project such as a draft of a thesis. The idea is to learn about social and emotional development by doing research that will facilitate your career goals.

2) A NIH R03 or similar grant proposal (~11 pages, typically single-spaced). The idea here is to tie together your knowledge of an area with a proposal to do research in this area.

3) A publication quality literature reviews in summary-article/chapter format (i.e., organized by theme, not by reading).

During the last class session(s), you will make a verbal presentation of their projects. Collaborative proposals and presentations are allowed. They must include a significant component of individual work for each collaborator and must result in proportionately more substantial final project (e.g., a  NIH RO1 grant, ~ 24 pages).  

Class-time will be devoted to helping you develop your final projects and there will be assignments during the semester (i.e. written topic selection, overview) to make these an integral part of our class. During the last 2 sessions students will make verbal presentations of their final projects.

Collaborative proposals and presentations are allowed. They must include a significant component of individual work for each collaborator and must result in proportionately more substantial final project (e.g., 2-3 people could collaborate on a  NIH-style regular RO1 grant, ~ 24 pages).    

Class Attendance: Class attendance is mandatory. Unexcused absences will lower the class presentation portion of your grade.

Make-up exams: There will be no make-up exams.

Honor Code: The Department of Psychology requires that all students follow the University of Miami Honor Code. Academic dishonesty can be reason for failure in a course. The Honor Code Pledge, "On my honor, I have neither given or received any aid on this exam," will be signed as part of the exam.

I will not be present in class.

Reading: Greenspan & Shanker (2004).

Extra: Thompson (2001). Development in the first years of life.  The Future of Children, 11(1), 20-33.

Overview: Temperament, emotion, attachment, the self, and the broader context of social and emotional development.

Greenspan & Shanker. Describe Greenspan and Shanker's (G&S) description of the transformation in emotional and intellectual growth. How do they relate to Erikson's (E) levels? Using G&S (or E), identify times in your own development that correspond to their levels? Describe times in the development of someone younger than yourself and someone older than yourself in terms of Greenspan and Shanker's levels. Use the "developmental highlights" video from class to illustrate your discussion.

Extra (see me): Eliot 290-303 (neural basis of emotion) 316-321 (temperament). Development 328-344.

Fox, N. A. (1991). If it's not left, it's right: Electroencephalograph asymmetry and the development of emotion. American Psychologist, 46(8), 863-872.

Extra Extra: Kagan, J. (1997). Temperament and the reactions to unfamiliarity. Child Development, 68(1), 139-143. Kagan. Handbook. Biology and the child. Pp. 203-227.

Critical Questions to Think About

Temperament: What is temperament? Describe your temperament using theoretical constructs presented. What is goodness-of-fit (give examples)? 
What are pros and cons of laboratory behavioral and parent report measures of temperament? 
What are three types of infants distinguished by Fox/Henderson and how do they develop? Reference the DVD illustrating these infants from class. 
What is a person-centered approach? What are Caspi's three main categories and which one are you?  What does 3 year old behavioral type predict?
What does it mean that the child is father to the man? 

Reading:  Dick, D. M., & Rose, R. J. (2002). Behavior genetics: What's new? What's next? Current Directions in Psychological Science, 11(2), 70-74.]

Nelson, C. A. (1999). Neural plasticity and human development. Current Directions in Psychological Science, 8(2), 42-45.

Bouchard, T. J. (2004). Genetic Influence on Human Psychological Traits: A Survey. Current Directions in Psychological Science, 13(4), 148-151. [or

Rende, R. (2000). Emotion and behavior genetics. In M. Lewis & J. M. Haviland-Jones (Eds.), Handbook of emotions (2nd ed., pp. 192-202). New York: Guilford Press.]

[Caspi, C. & Silva, P. (1995b). Temperamental qualities at age three predict personality traits in young adulthood: Longitudinal evidence from a birth cohort. Child Development, 66, 486-498. or Caspi et al. (1995a). Temperamental origins of child and adolescent behavior problems: From age three to age fifteen. Child Development, 66, 55-66.]

Critical Questions to Think About

Environmental and genetic interaction 

nWhat are the advantages (name some forms of genetic transmission) and disadvantages of thinking of genes as blueprints?

How do environmental and genetic influences interact during prenatal development (provide examples)?

What is the difference between transactional and a behavioral genetics approach to gene * environment interactions?

Http://www.erin.utoronto.ca/~w3bio380/ an embryology course. See also

http://www.ornl.gov/TechResources/Human_Genome/project/info.html 

Extra: Ruble & Martin (1998), Handbook.

Critical Questions to Think About

Sex differences. What factors influence sex differences? Describe biological factors, differential social expectations, face-to-face results. Describe Maccoby’s theory of peer group sex-segregation and socialization. That is, how does children's peer play reflect and create gender differences? What is relational victimization? 

Messinger ('Positive and negative' & 'Afterword')

Carvajal, F.; Iglesias, J. (2001). The Duchenne smile with open mouth in infants with Down syndrome. Infant Behavior & Development, 24, 341-346. 

Extra: Segal et al.

"Smiling" entry. In Neil J. Salkind (Ed.), (2005), The Encyclopedia of Human Development.
Sage Publications.

Facial expression site:http://www-2.cs.cmu.edu/~face/index2.htm

Critical Questions to Think About

Discrete emotions. What evidence suggests suggests facial expressions of emotion are universal and what are the limitations of that evidence?
Do you think infants can have emotions without being reflectively aware of what they are feeling? [Extra: What are the biological bases of emotion? Are there feelings before there is a sense of self?]
What is discrete emotion theory? What are some alternatives? What evidence suggests infant emotion is discrete? What evidence suggests it is not discrete? Describe a study distinguishing between emotion and facial expression. 

Extra: What is emotion? Do facial expressions express emotions? Does this change with age? What emotions exist at what ages? How does emotion become regulated with age? What does facial expression exist among children and adults? Intensification: What evidence suggests that some smiles are more positive than others? What evidence suggests that the same facial actions are associated with more intense of stronger positive and negative emotions? What implications does this have for discrete emotion theory and how we understand the link between facial expression and emotion? What do portraits of facial expressions in time tell us about emotion and what program creates them? What do joystick ratings tell us about emotion and interaction?

Reading:

Izard, C. E. (2002). Translating Emotion Theory and Research Into Preventive Interventions. Psychological Bulletin, 128(5), 796-824.

Extra: Harker, L., & Keltner, D. (2001). Expressions of positive emotion in women's college yearbook pictures and their relationship to personality and life outcomes across adulthood. Journal of Personality and Social Psychology, 80(1), 112-124.

Keltner, D., Moffitt, T. E., & Stouthamer-Loeber, M. (1995). Facial expressions of emotion and psychopathology in adolescent boys. Journal of Abnormal Psychology, 104(4), 644-652.

Raver (2002). Emotions matter. . .. School readiness. Social Policy Report.

Mostow, A. J., Izard, C. E., Fine, S., & Trentacosta, C. J. (2002). Modeling emotional, cognitive, and behavioral predictors of peer acceptance. Child Development, 73(6), 1775-1787. (For a taste of empirical – peer – results.)

Izard, Fine et al. (2001). (More empirical results.)

Tugade, M. M.; Fredrickson, B. L. (2004). Resilient Individuals Use Positive Emotions to Bounce Back From Negative Emotional Experiences. Journal of Personality and Social Psychology, 86, 320-333. .

Critical Questions to Think About

Emotion Outcomes: How might positive emotion and its expression affect life outcomes? Describe how expressed emotion relates to: a) Adolescent behavior problems; b) The course of grieving in widows; c) Life outcome in college women. What is a functionalist emotion theory? What is emotion regulation?

Moore, G. A., Cohn, J. F., & Campbell, S. B. (2001). Infant affective responses to mother's still face at 6 months differentially predict externalizing and internalizing behaviors at 18 months. Developmental Psychology, 37(5), 706-714.

Adamson, & Frick, J. E. (2003). The Still-Face: A History of a Shared Experimental Paradigm. Infancy, 4(4), 451-474.

Extra/Alternates: 

Moore, G. A., & Calkins, S. D. (2004). Infants' Vagal Regulation in the Still-Face Paradigm Is Related to Dyadic Coordination of Mother-Infant Interaction. Developmental Psychology, 40(6), 1068-1080.

Campbell, S. B., Cohn, J. F., & Meyers, T. (1995). Depression in first-time mothers: Mother-infant interaction and depression chronicity. Developmental Psychology, 31(3), 349-357.

Striano, T. (2004). Direction of Regard and the Still-Face Effect in the First Year: Does Intention Matter? Child Development, 75, 468-479.

Striano, T.; Brennan, P. A.; Vanman, E. J. (2002). Maternal depressive symptoms and 6-month-old infants' sensitivity to facial expressions. Infancy, 3, 115-126.

Carvajal, F., & Iglesias, J. (2002). Face-to-face emotion interaction studies in Down syndrome infants. International Journal of Behavioral Development, 26(2), 104-112.

Critical Questions to Think About

Early interaction: Process and Prediction Face-to-face interaction and still-face: What does it mean that interaction is bidirectional? How, specifically, do baby and parent influence each other?
How does infant behavior in face-to-face interaction change during the first six months of life?
Does the still-face procedure show evidence that infants are intentional (what does the developmental evidence show? evidence from modified still-faces)?
What does still-face behavior predict? Do infants have expectations of social interactions? When and how can we know? Timing early expressive behaviors: How do infants coordinate expressive actions in time and how does this change with age? What is an event-based approach? Which pairs of infant expressive behaviors are coordinated in time (facial expressions and vocalizations, facial expressions and gazes at a parent’s face, and/or vocalizations and gazes) and what does this suggest for the role of facial expressions? Indicate two patterns in which infant gazes and smiles are coordinated with mother smiles? How do all these patterns  change with age? What does this suggest about infant-mother interaction?

Reading:Kochanska, G. (2002). Mutually responsive orientation between mothers and their young children: A context for the early development of conscience. Current Directions in Psychological Science, 11(6), 191-195.

Beebe, B. Rhythms of dialogue in infancy: Coordinated timing in development. 

Feldman, R. and P. S. Klein (2003). "Toddlers' self-regulated compliance to mothers, caregivers, and fathers: Implications for theories of socialization." Developmental Psychology 39(4): 680-692.

Kochanska, G., & Murray, K. T. (2000). Mother-child mutually responsive orientation and conscience development: From toddler to early school age. Child Development, 71(2), 417-431. or “Inhibitory control”

Critical Questions to Think About

What does early interaction predict? How does conscience develop? What factors predict internalization of parental and cultural roles?

Mosier, C. E.; Rogoff, B. (2003). Privileged Treatment of Toddlers: Cultural Aspects of Individual Choice and Responsibility. Developmental Psychology, 39, 1047-1060.

Tronick, E. Z., Morelli, G. A., & Ivey, P. K. (1992). The Efe forager infant and toddler's pattern of social relationships: Multiple and simultaneous. Developmental Psychology, 28(4), 568-577.

Extra:

Correa-Chávez, M.; Rogoff, B.; Arauz, R. M. (2005). Cultural Patterns in Attending to Two Events at Once. Child Development, 76, 664-678.

Chavajay, P.; Rogoff, B. (2002). Schooling and traditional collaborative social organization of problem solving by Mayan mothers and children. Developmental Psychology, 38, 55-66.

Social class and expectations, "28 Up".

How does social class affect social development?

Messinger & Freedman, Richman, A. L., Miller, P. M., & LeVine, R. A.  (1992).  Cultural and educational variations in maternal responsiveness. Developmental Psychology, 28, 4, p 614-621

Critical Questions to Think About 

Cultural Psychology. 

nWhat is cultural psychology (give examples)?

nIs psychology we’ve been studying cultural psychology?

nHow are toddlers’ desires for objects handled differently in Salt Lake City and San Pedro? Do toddlers or siblings end up with object in each community and what do mothers believe about this?

nWhat are differences between American and Japanese toddlers in toddler task and do they reflect differences in autonomy and interdependence – have reference to videotapes examples

nWhat types of attributions characterize traditional Japanese child-rearing? What is the developmental discontinuity in Japanese development?

n

Child Care: How is the quantity and quality of child care associated with peer competence?

Reading:    

Reading:

NICHD_Early_Child_Care_Research_Network. (2006). Child-Care Effect Sizes for the NICHD Study of Early Child Care and Youth Development. American Psychologist, 61(2), 99-116.

Fantuzzo, J. W., Bulotsky-Sheare, R., Fusco, R. A., & McWayne, C. (2005). An investigation of preschool classroom behavioral adjustment problems and social-emotional school readiness competencies. Early Childhood Research Quarterly, 20(3), 259-275.

n

Extra: NICHD Early Child Care Research Network. (2001). Child care and children's peer interaction at 24 and 36 months: The NICHD study of early child care. Child Development, 72(5), 1478-1500.

NICHD_Early_Child_Care_Research_Network. (2002). Child-care structure-->process-->outcome: Direct and indirect effects of child-care quality on young children's development. Psychological Science, 13(3), 199-206.

NICHD_Early_Child_Care_Research_Network (2003). "Does quality of child care affect child outcomes at age 4 1/2?"  39(3): 451-469.

NICHD_Early_Child_Care_Research_Network. (2002). Early child care and children's development prior to school entry: Results from the NICHD Study of Early Child Care. American Educational Research Journal, 39(1), 133-164.

NICHD_Early_Child_Care_Research_Network. (2001). Nonmaternal care and family factors in early development: An overview of the NICHD Study of Early Child Care. Journal of Applied Developmental Psychology, 22(5), 457-492.

Extra: Examination of a structured problem-solving flexibility task for assessing approaches to learning in young children: Relation to teacher ratings and children's achievement. 

de_Waal, F. B. M. (2000). Primates--a natural heritage of conflict resolution. Science, 289(5479), 586-590.

Bard, K. A.; Myowa-Yamakoshi, M.; Tomonaga, M.; Tanaka, M.; Costall, A.; Matsuzawa, T. (2005). Group Differences in the Mutual Gaze of Chimpanzees (Pan Troglodytes). Developmental Psychology, 41, 616-624.

Reading:  

Venezia-Parlade et al. (in prep.) Anticipatory Smiling: Early Affective Communication Predicts Social Competence.

Striano_Abstracts
Leavens, D. A.; Hopkins, W. D.; Bard, K. A. (2005). Understanding the Point of Chimpanzee Pointing: Epigenesis and Ecological Validity. Current Directions in Psychological Science, 14, 185-189.

Extra:

Striano, T.; Stahl, D. (2005). Sensitivity to triadic attention in early infancy. Developmental Science, 8, 333-343.

2. Rakoczy, H.; Tomasello, M.; Striano, T. (2005). On tools and toys: How children learn to act on and pretend with 'virgin objects'. Developmental Science, 8, 57-73.
Vaish, A.; Striano, T. (2004). Is visual reference necessary? Contributions of facial versus vocal cues in 12-month-olds' social referencing behavior. Developmental Science, 7, 261-269.
5. Rakoczy, H.; Tomasello, M.; Striano, T. (2004). Young Children Know That Trying Is Not Pretending: A Test of the "Behaving-As-If" Construal of Children's Early Concept of Pretense. Developmental Psychology, 40, 388-399.
6. Liszkowski, U.; Carpenter, M.; Henning, A.; Striano, T.; Tomasello, M. (2004). Twelve-month-olds point to share attention and interest. Developmental Science, 7, 297-307.

Critical Questions to Think About

Gesture (give and take): Is infant communication necessarily verbal?
What is the gestural advantage?
What is the evidence that gestures have different social approach & instrumental functions? 
Do they change with age differently? 
Do they involve different expressive behaviors?
How do Anticipatory Smiles unite dyadic and triadic communication
From joint attention to self-concept.

Read:Development 279-285 & 296-327

Baron-Cohen, S.; Belmonte, M. K. (2005). Autism: A Window Onto the Development of the Social and the Analytic Brain. Annual Review of Neuroscience, 28, 109-126.

EXTRA:

Nichols, K. E.; Fox, N.; Mundy, P. (2005). Joint Attention, Self-Recognition, and Neurocognitive Function in Toddlers. Infancy, 7, 35-51.

Critical Questions to Think About

Gesture, Language, Autism, and Theory of Mind: What are infant initiated joint attention (IJA) and receptive joint attention (RJA)? How are they measured and what do they predict? How might early deficits in IJA associated with autism lead to more long-term deficits? What is theory of mind? How do autistic infants and infants with Down Syndrome differ?

Peers. Are siblings similar and do they share exactly the same environment?
Describe 3 levels of analysis used to understand peer relations.
Describe two dimensions of social status and how they give rise to four types of kids.
What is pro-social behavior and what type of parenting promotes it?
How does abuse affect social development and what social factor can moderate the impact of abuse?

Reading: Anisfeld, E., Casper, V., Nozyce, M., & Cunningham, N. (1990). Does infant carrying promote attachment? An experimental study of the effects of increased physical contact on the development of attachment. Child Development, 61(5), 1617-1627.

 Rutgers, A. H., Bakermans-Kranenburg, M. J., van Ijzendoorn, M. H., & van Berckelaer-Onnes, I. A. (2004). Autism and attachment: A meta-analytic review. Journal of Child Psychology and Psychiatry, 45(6), 1123-1134.

Hane & Fox in Psychological Science

Follow links for how to code the Strange Situation.

  EXTRA: Capps, L., Sigman, M., & Mundy, P. (1994). Attachment security in children with autism. Development & Psychopathology, 6(2), 249-261.

Attachment defined: What is the difference between being attached and being securely attached? What is the evidence (review Harlow) that attachment is a primary motivational system? How does it work and what is its evolutionary function? What is the difference between attachment behaviors, the attachment system, and the attachment bond?

Attachment through the life cycle: What predicts security and what security predicts

Describing secure and insecure attachment: How is security of attachment assessed in the Strange Situation? Describe secure attachment and avoidant, anxious, and disorganized attachment?  Use descriptions of strange situations observed in class to inform your paper.

Reading: De Wolff, M., & van Ijzendoorn, M. H. (1997). Sensitivity and attachment: A meta-analysis on parental antecedents of infant attachment. Child Development, 68(4),  

NICHD_Early_Child_Care_Research_Network. (2001b). Child-care and family predictors of preschool attachment and stability from infancy. Developmental Psychology, 37(6), 847-862.

Extra: Seifer et al.

Predicting attachment security: What different roles might infant temperament have in predicting security of attachment?  
What is the experimental evidence that caregiver sensitivity factors predicts secure attachment? 
What is the meta-analytic evidence that caregiver sensitivity factors predicts secure attachment? 

Reading:

van IJzendoorn, M. (1995). Adult attachment representations, parental responsiveness, and infant attachment: A meta-analysis on the predictive validity of the Adult Attachment Interview. Psychological Bulletin, 117(3), 387-403.  

NICHD_Early_Child_Care_Research_Network (2006). "Infant-mother attachment classification: Risk and protection in relation to changing maternal caregiving quality." Developmental Psychology 42(1): 38-58.

Extra. Lewis, M., Feiring, C., & Rosenthal, S. (2000). Attachment over time. Child Development, 71(3), 707-720.

Critical Questions to Think About

What does secure attachment predict? What evidence is there for the stability (or instability) of infant attachment security within infancy and on to adulthood? What does insecure and disorganized attachment predict in childhood? Describe and explain correspondences between parental and infant security of attachment. 

Furman, W. (2002). The emerging field of adolescent romantic relationships. Current Directions in Psychological Science, 11(5), 177-180.

Extra: Collins & Sroufe (1999). 

Reading: 

Margolin, G., & Gordis, E. B. (2004). Children's Exposure to Violence in the Family and Community. Current Directions in Psychological Science, 13, 152.

Kazdin, A. E., & Benjet, C. (2003). Spanking children: evidence and issues. Current directions in psychological science, 12 (3), 99.

Lansford, J. E.; Chang, L.; Dodge, K. A.; Malone, P. S.; Oburu, P.; Palmérus, K.; Bacchini, D.; Pastorelli, C.; Bombi, A. S.; Zelli, A.; Tapanya, S.; Chaudhary, N.; Deater-Deckard, K.; Manke, B.; Quinn, N. (2005). Physical discipline and children's adjustment: Cultural normativeness as a moderator. Child Development, 76, 1234-1246.

Critical Questions to Think About

Child maltreatment.  Define the four types of maltreatment? What are some features that of families in which maltreatment occurs? What are potential consequences of maltreatment? What did Bolger find were the consequences of maltreatment? Why might these consequences occur? How might a child be “buffered” from adverse effects?

Reading:

Cillessen, A. H. N., & Rose, A. J. (2005). Understanding Popularity in the Peer System. CURRENT DIRECTIONS IN PSYCHOLOGICAL SCIENCE, 14(2), 102-105.

Rodkin & Farmer. (2000). Heterogeneity of Popular Boys: Antisocial and Prosocial Configurations. Developmental Psychology, 36(1), 14-24 

NICHD_Early_Child_Care_Research_Network (2004). "Trajectories of Physical Aggression From Toddlerhood to Middle Childhood." Monographs of the Society for Research in Child Development 69(4): vii-129.

Dodge, K. A.; Lansford, J. E.; Burks, V. S.; Bates, J. E.; Pettit, G. S.; Fontaine, R.; Price, J. M. (2003). Peer rejection and social information-processing factors in the development of aggressive behavior problems in children. Child Development, 74, 374-393.

Pettit, G. S.; Dodge, K. A. (2003). Violent children: Bridging development, intervention, and public policy. Developmental Psychology, 39, 187-188.

Dodge, K. A.; Pettit, G. S. (2003). A biopsychosocial model of the development of chronic conduct problems in adolescence. Developmental Psychology, 39, 349-371.

EXTRA:

Hoyt, W. T., Fincham, F. D., McCullough, M. E., Maio, G., & Davila, J. (2005). Responses to interpersonal transgressions in families: Forgivingness, forgivability, and relationship-specific effects. Journal of Personality and Social Psychology, 89(3), 375-394.

McCullough, M. E., Tsang, J.-A., & Emmons, R. A. (2004). Gratitude in Intermediate Affective Terrain: Links of Grateful Moods to Individual Differences and Daily Emotional Experience. Journal of Personality and Social Psychology, 86(2), 295-309.

Coie & Dodge (1998). Handbook. "Aggression" 786-794 (development), 799-840 (determinants) (not necessary to read every word of these sections).

Critical Questions to Think About

Aggression: Sibling and Peer Relationships: Pro-social and anti-social influences through adolescence. In the relational model, what is the function of aggression and what determines whether there will be reconciliation? Describe genetic and environmental factors that could influence the stability of aggressive behaviors
Describe similarities in attachment representations of parents, peers, and intimate partners. What is relational victimization?

La Greca, A. M.; Harrison, H. M. (2005). Adolescent Peer Relations, Friendships, and Romantic Relationships: Do They Predict Social Anxiety and Depression? Journal of Clinical Child and Adolescent Psychology, 34, 49-61.
Kuttler, A. F.; La Greca, A. M. (2004). Linkages among adolescent girls' romantic relationships, best friendships, and peer networks. Journal of Adolescence, 27, 395-414.
Prinstein, M. J.; La Greca, A. M. (2002). Peer crowd affiliation and internalizing distress in childhood and adolescence: A longitudinal follow-back study. Journal of Research on Adolescence, 12, 325-351.
Kuttler, A. F.; La Greca, A. M.; Prinstein, M. J. (1999). Friendship qualities and social-emotional functioning of adolescents with close, cross-sex friendships. Journal of Research on Adolescence, 9, 339-366.

Jaccard, J.; Blanton, H.; Dodge, T. (2005). Peer Influences on Risk Behavior: An Analysis of the Effects of a Close Friend. Developmental Psychology, 41, 135-147.

Adam, E. K. (2004). Beyond Quality:. Parental and Residential Stability and Children's Adjustment. Current Directions in Psychological Science, 13(5), 210-213.

Crouter, A. C., & Bumpus, M. F. (2001). Linking Parents' Work Stress to Children's and Adolescents' Psychological Adjustment. Current Directions in Psychological Science, 10(5), 156-159.

Deutsch, F. M. (2001). Equally Shared Parenting. Current Directions in Psychological Science, 10(1), 25-28.

Reiss, D. (2005). The Interplay Between Genotypes and Family Relationships. Reframing Concepts of Development and Prevention. Current Directions in Psychological Science, 14(3), 139-143.

Serbin, L., & Karp, J. (2003). Intergenerational studies of parenting and the transfer of risk from parent to child. Current Directions in Psychological Science, 12(4), 138-142.

Critical Questions to Think About

Parenting style

Donnellan, M. B., Trzesniewski, K. H., Robins, R. W., Moffitt, T. E., & Caspi, A. (2005). Low Self-Esteem Is Related to Aggression, Antisocial Behavior, and Delinquency. Psychological Science, 16(4), 328-335.

Robins, R. W., & Trzesniewski, K. H. (2005). Self-Esteem Development Across the Lifespan. Current Directions in Psychological Science, 14(3), 158-162.

Critical Questions to Think About

Wainryb, C.; Shaw, L. A.; Langley, M.; Cottam, K.; Lewis, R. (2004). Children's Thinking About Diversity of Belief in the Early School Years: Judgments of Relativism, Tolerance, and Disagreeing Persons. Child Development, 75, 687-703.

Wainryb. SRCD Monograph.

Shweder, Neuropsychology of morality.

Moral development

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